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Module 03 - Communicating across Cultures
Part 2: Answers to Textbook Assignments
Questions for Comprehension
3.1 What sources create diversity in the workplace? (LO 3-1 to LO 3-4)
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Module 03 - Communicating across Cultures
3.2 What is intercultural competence? (LO 3-1 to LO 3-4)
As the term suggests, intercultural competence is being able to work well with people of
3.3 What four methods make a sentence nonsexist? (LO 3-6)
3.4 What other cultures are you most likely to work with? How could you learn about
those cultures? (LO 3-1 to LO 3-4)
Students’ answers will vary. Look for threads of explanation that use terms and concepts from
3.5 You can’t possibly learn what every symbol means in every culture. How can you avoid
offending the people you work with? (LO 3-1 to LO 3-5)
3.6 Suppose that you have an audience that is sexist, racist, or prejudiced in some other
way. To what extent, if any, should you adapt to this aspect of your audience? (LO 3-6)
Writers must walk a fine line between meeting the needs of an audience and supporting ideas or
values that are in conflict with their own or society’s. In answering this question, students should
carefully consider each of the PAIBOC questions and think about ethics. The purpose of this
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Module 03 - Communicating across Cultures
3.7 It’s sexist to always put the male pronoun first in pronoun pairs (e.g., he/she rather
than she/he or s/he). Why do authors of this book recommend that method? Which
method do you prefer? (LO 3-6)
Of course, students may answer this question in any number of ways and should give appropriate
detail. Before students answer, challenge them to think beyond simple personal preference. Ask
them to consider what the implications are of their choices, and what effects these choices may
3.8 Planning an International Trip (LO 3-1 to LO 3-3)
Students’ answers will vary. Students should research the culture of the country they intend to
visit, including basic customs, helpful phrases, important laws, local holidays that will occur
during their visits, and any dietary considerations that may be important. They should also
3.9 Sending a Draft to South Korea (LO 3-1 to LO 3-3)
Students’ answers will vary. Prior to writing the e-mail message, the student should thoroughly
review the information about international communication in this module. In addition, students
may wish to complete outside research, including visiting Web pages about South Korean culture
3.10 Requesting Information about a Country (LO 3-1 to LO 3-3)
Students’ answers will vary. Questions should be detailed and specific—not “Tell me about
Brazil.” When interviewing someone from another country or culture, students should be
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Module 03 - Communicating across Cultures
3.11 Creating a Web Page (LO 3-1 to LO 3-3, LO 3-5)
Students’ answers will vary. Of course, it’s not required that students actually program a Web
page in HTML, though those who are skilled at doing so may want to. For those not versed in
HTML, or if your classroom is not computer equipped, ask students to do option c. Student
3.12 Identifying Sources of Miscommunication (LO 3-1 to LO 3-4)
Students’ answers will vary. As the questions involve specific cultures, students may want to do
research beyond reading this module. For any answer, students should use specifics—not
3.13 Advising a Hasty Subordinate (LO 3-4, LO 3-5)
Students’ answers will vary. A good answer will not only advise the subordinate to apologize,
but also point out that (1) regional humor, like sexist, racist, or ethnic humor, has no place in a
3.14 Responding to a Complaint (LO 3-4 to LO 3-6)
Students’ answers will vary. A good answer will take the issue seriously. The memo to the staff
should note that biased language makes people feel unwanted and unappreciated—hardly the
3.15 Answering an Inquiry about Photos (LO 3-5)
This problem requires students to think about issues of diversity and balance. It raises questions
such as whether a company that is not diverse is misrepresenting itself, if, in its publications, its
A good solution will include points like the following:
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Module 03 - Communicating across Cultures
Replacing the chart with a photo is not a good idea. The newsletter has several purposes, and
information about orders, sales, and profits is important to share.
You-attitude is important. So if someone in a wheelchair wants a photo that doesn’t show the
Having every single issue “represent the diversity of employees” is not a necessary goal. Rather,
issues over several months should portray diversity.
In organizations where the “important people” are heavily male and white, the newsletter editor
needs to seek out diversity: picturing the people who make a product that’s being introduced, the
At least once a quarter (every three issues, for a monthly newsletter), the editor should try to
The reason to picture diversity is not to be “politically correct.” Rather, organizational reasons to
picture diversity include making all employees feel valued and part of the team, reminding
3.16 Revising Sexist Job Titles (LO 3-6)
barmaid bartender
chairwoman chair
deliveryman delivery person
female soldier soldier
fireman firefighter
lady lawyer lawyer
lunch lady lunch worker
male model model
ombudsman ombud
policeman police officer
postman postal worker (or mail carrier)
stuntman stunt person
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Module 03 - Communicating across Cultures
3.17 Eliminating Biased Language (LO 3-6)
1. While he is a victim of muscular dystrophy, Salvatore is one of our top salesmen.
This sentence makes it sound like the writer is surprised Salvatore is capable of anything, putting
Revision: Salvatore is one of our top salespeople.
2. Make sure the young men you hire are married because we are looking for wholesome,
responsible employees.
Revision: We seek wholesome, responsible employees.
3. Though she was born and raised in the south, Terri is surprisingly open-minded about people
of different races.
Revision: Omit the sentence if it is not important. If there is a point to be made about Terri’s
4. We’ll be showing a video at the conference, but Salvatore, who is blind, probably will have
little interest in it.
Salvatore, who may already have to deal with biases concerning muscular dystrophy, is faced
Revision: Omit the sentence if it is not important. If there is a point to be made about
accommodating a request by Salvatore, a revision could be
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Module 03 - Communicating across Cultures
5. Sam Madigan
Ark Industries
Revision: Dear Sam Madigan:
6. While she was probably admitted because she is a woman and a minority, Kendra nonetheless
graduated at the top of her engineering class that year.
Revision: Kendra graduated at the top of her engineering class that year.
7. Though Xian doesn’t look like he was born in this country, he speaks English better than
anyone I know.
The bias that someone looks less like he or she “was born in this country” than someone else is
Revision: Omit the sentence. If there is a point to be made about Xian’s language skills, a
8. We want to provide a quiet space for religious members of the community to reflect, but Jews
and Muslims can use the space, too.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Module 03 - Communicating across Cultures
9. Make sure you seat the entire team, including the minorities, Atik, Curtis, and Brianna, at the
center table during this year’s “Celebration of Diversity” dinner.
Revision: Make sure you seat the entire team at the center table during this year’s “Celebration
of Diversity” dinner.
10. You certainly can’t go wrong with Joanne—the old girl has more enthusiasm than employees
half her age.
Polishing Your Prose: Using Idioms (Odd-numbered answers are in the back of the
textbook.)
Several answers are possible—here are likely ones.
2. Close out the books = To signify that a matter concerning someone or something is finished.
4. Take stock of the situation = To assess a situation.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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